standard test administration testing ethics

1

Standard Test AdministrationStandard Test AdministrationTesting EthicsTesting Ethics

Standard Test AdministrationStandard Test AdministrationTesting EthicsTesting Ethics

Training PowerPointTraining PowerPoint

Spring 2007Spring 2007

Utah State Office of EducationUtah State Office of Education

2

Purpose of TestingPurpose of TestingPurpose of TestingPurpose of Testing

Standardized administration of state Standardized administration of state tests providestests provides

An opportunity for students to An opportunity for students to demonstrate understandingdemonstrate understanding

Evidence of what students have Evidence of what students have learnedlearned

Scores which fairly reflect students Scores which fairly reflect students knowledgeknowledge

3

Purpose of TestsPurpose of TestsPurpose of TestsPurpose of Tests

Valid and reliable test resultsValid and reliable test results

Identify levels of proficiency and Identify levels of proficiency and areas that need improvementareas that need improvement

Evaluate the effectiveness of Evaluate the effectiveness of programsprograms

Compare schools and districtsCompare schools and districts

4

Educator ObligationEducator ObligationEducator ObligationEducator Obligation

Provide students an opportunity to Provide students an opportunity to demonstrate their understandingdemonstrate their understanding

Educators are to conduct testing in a fair Educators are to conduct testing in a fair and ethical mannerand ethical manner

Educators are accountable to their Educators are accountable to their district, and to the Utah State Board of district, and to the Utah State Board of EducationEducation

5

Ethical testing begins with ethical teachingEthical testing begins with ethical teaching::

Ensure that students are enrolled in the Ensure that students are enrolled in the appropriate course so that they receive appropriate course so that they receive appropriate instruction.appropriate instruction.

Provide instruction on the entire curriculum for a Provide instruction on the entire curriculum for a course.course.

Provide accommodations during instruction to Provide accommodations during instruction to eligible students as identified by an ELL, IEP or eligible students as identified by an ELL, IEP or 504 team.504 team.

Use a variety of assessment methods to inform Use a variety of assessment methods to inform instructional practices.instructional practices.

Appropriate Teaching Appropriate Teaching PracticesPractices


6



Introduce students to various test-taking Introduce students to various test-taking strategies throughout the year.strategies throughout the year.

Use the reference sheets provided for specific Use the reference sheets provided for specific assessments as instructional tools.assessments as instructional tools.

Reduce classroom interruptions to maximize Reduce classroom interruptions to maximize student learning.student learning.

Provide practice tests throughout the year using Provide practice tests throughout the year using high-quality, non-secure test questions.high-quality, non-secure test questions.

7

Appropriate Testing Appropriate Testing PracticesPractices


In In preparationpreparation for testing: for testing:

Appropriate environment is set. Appropriate environment is set.

Personnel who will administer tests must Personnel who will administer tests must be trained.be trained.

All information in the Test Administration All information in the Test Administration Manual (TAM) is reviewed. Manual (TAM) is reviewed.

Accommodations are available for eligible Accommodations are available for eligible students.students.

Test material is secure at all times.Test material is secure at all times.

8

Appropriate Testing Appropriate Testing Practices Practices


DuringDuring testing: testing:

All students who are eligible for testing are All students who are eligible for testing are tested.tested.

All students are given the correct test.All students are given the correct test.

Information from the Test Administration Information from the Test Administration Manual (TAM) is followed exactly.Manual (TAM) is followed exactly.

Accommodations are provided to eligible Accommodations are provided to eligible students.students.

9



Appropriate proctoring includes:Appropriate proctoring includes:

The importance of the test or test The importance of the test or test participation or the good faith efforts of all participation or the good faith efforts of all students is not underminedstudents is not undermined

Verifying the student marks their answer Verifying the student marks their answer on the line for the question they think they on the line for the question they think they are answeringare answering

10

It is appropriate for proctors to notify students if It is appropriate for proctors to notify students if they mark their answers on the wrong line. they mark their answers on the wrong line.

For example, if a student:For example, if a student: Turns multiple pages in test booklet, and is Turns multiple pages in test booklet, and is

now answering question #34 by marking the now answering question #34 by marking the line for #28line for #28

Answers #5 and #6 on the same line, and Answers #5 and #6 on the same line, and then answers #7 on the line for #6.then answers #7 on the line for #6.

Skips a line and records question #3’s answer Skips a line and records question #3’s answer on question #4’s lineon question #4’s line

Proctors must be cautious Proctors must be cautious

Appropriate ProctoringAppropriate ProctoringAppropriate ProctoringAppropriate Proctoring

11

Eligibility for testing accommodations are Eligibility for testing accommodations are determined through an ELL, IEP, or determined through an ELL, IEP, or 504 team decision.504 team decision.

Accommodations should be used during Accommodations should be used during instruction, not just during testing.instruction, not just during testing.

For more information, see the Utah State For more information, see the Utah State Office of Education’s Assessment Office of Education’s Assessment

Participation and Accommodations PolicyParticipation and Accommodations Policy http://www.schools.utah.gov/eval/Special_Needs.asphttp://www.schools.utah.gov/eval/Special_Needs.asp

AccommodationsAccommodationsAccommodationsAccommodations

http://www.schools.utah.gov/eval/Special_Needs.asp

12



After testing After testing is finished, quality control of is finished, quality control of answer documents must be maintained. answer documents must be maintained.

Educators must work in groups to:Educators must work in groups to: Ensure that student erasures are completeEnsure that student erasures are complete Verify that markings in special codes boxes Verify that markings in special codes boxes

are correctare correct Account for all answer documentsAccount for all answer documents

Educators may Educators may not not change student answers change student answers in any way, for any reason.in any way, for any reason.

13



Answer documents Answer documents should be in should be in

educators’ hands as educators’ hands as little as possible.little as possible.

This helps protect the This helps protect the educator from the educator from the

appearance of appearance of impropriety.impropriety.

14

Test ResultsTest ResultsTest ResultsTest Results

Test results should be:Test results should be:

Provided to students and parents.Provided to students and parents.

Made available to educators for use in Made available to educators for use in improving their instruction.improving their instruction.

Maintained in student files.Maintained in student files.

Kept confidential.Kept confidential.

Remember that test materials must be Remember that test materials must be kept secure.kept secure.

15

Use of Data from CRT’sUse of Data from CRT’sUse of Data from CRT’sUse of Data from CRT’s● Educators may use the results from CRTs in Educators may use the results from CRTs in

considering a student’s course grade. considering a student’s course grade. However, teachers need to understand what However, teachers need to understand what the results mean, and what information they the results mean, and what information they provide.provide.

● Raw score results (the percent correct) are Raw score results (the percent correct) are available to districts within four days available to districts within four days (paper/pencil), and within 48 hours of the (paper/pencil), and within 48 hours of the test’s submission (computer-based).test’s submission (computer-based).

16

Use of Data from CRT’sUse of Data from CRT’sUse of Data from CRT’sUse of Data from CRT’s● Proficiency levels on assessments are Proficiency levels on assessments are

determined after all student answer determined after all student answer documents have been scored and the documents have been scored and the results statistically analyzed. results statistically analyzed.

● Educators must be cautious when using raw Educators must be cautious when using raw score results in their grading system. score results in their grading system.

● Percent correct is used differently with CRTs Percent correct is used differently with CRTs than it is used in most classroom grading than it is used in most classroom grading systems.systems.

17

Use of Data from CRT’sUse of Data from CRT’sUse of Data from CRT’sUse of Data from CRT’sIt is recommended that educators work in It is recommended that educators work in

groups to decide how CRT data will be groups to decide how CRT data will be incorporated into grading systems incorporated into grading systems locally.locally.

The process of using data from CRTs in The process of using data from CRTs in considering a student’s grade should considering a student’s grade should be transparent and equitable.be transparent and equitable.

18

Accountability for PracticesAccountability for PracticesAccountability for PracticesAccountability for Practices

Districts are required to make sure all are Districts are required to make sure all are aware of their role in state-wide aware of their role in state-wide assessments.assessments.

Districts must document professional Districts must document professional development (R277-473-9-C).development (R277-473-9-C).

Districts must document that teachers Districts must document that teachers receive, read, and agree to comply with receive, read, and agree to comply with appropriate testing practices. appropriate testing practices.

19

Educator EvaluationsEducator EvaluationsEducator EvaluationsEducator Evaluations

At district discretion, educator evaluations may At district discretion, educator evaluations may include a section on testing practices toinclude a section on testing practices to Praise educators for outstanding practices.Praise educators for outstanding practices. Identify areas of concern.Identify areas of concern.

This could help to increase awareness and This could help to increase awareness and connect testing practices directly to teacher connect testing practices directly to teacher performance.performance.

Test results should Test results should notnot be used in teacher be used in teacher evaluations.evaluations.

20

Unethical PracticesUnethical PracticesUnethical PracticesUnethical PracticesIt is unethical for educators to jeopardize the It is unethical for educators to jeopardize the

integrity of an assessment or the validity of integrity of an assessment or the validity of student responses. student responses.

In addition to specific practices identified in In addition to specific practices identified in State Law and State Board Rule, unethical State Law and State Board Rule, unethical practices include. . .practices include. . .

21

Unethical PracticesUnethical PracticesUnethical PracticesUnethical Practices Providing students with questions from the Providing students with questions from the

test to review before taking the test.test to review before taking the test.

Viewing a test, then changing instruction or Viewing a test, then changing instruction or reviewing specific concepts because those reviewing specific concepts because those concepts appear on the test.concepts appear on the test.

Rewording or clarifying questions.Rewording or clarifying questions.

Allowing students to use unauthorized Allowing students to use unauthorized resources to find answers, including having resources to find answers, including having materials on walls which provide answers to materials on walls which provide answers to specific test questions.specific test questions.

22

Unethical PracticesUnethical PracticesUnethical PracticesUnethical Practices Reclassifying students to alter subgroup Reclassifying students to alter subgroup

reports.reports.

Allowing parent volunteers to assist with the Allowing parent volunteers to assist with the proctoring of a test their child is taking, or proctoring of a test their child is taking, or using students to supervise other students using students to supervise other students taking a test.taking a test.

Returning a student’s answer document and Returning a student’s answer document and instructing the student to, or suggesting that instructing the student to, or suggesting that the student should, rethink his/her answers.the student should, rethink his/her answers.

Allowing students to take answer documents Allowing students to take answer documents or test booklets from the test site (e.g., from or test booklets from the test site (e.g., from room to room, to their home, or to recess).room to room, to their home, or to recess).

23

Is It Appropriate?Is It Appropriate?Is It Appropriate?Is It Appropriate?

To ensure that a practice is appropriate, To ensure that a practice is appropriate, ask the following questions:ask the following questions:

If my student is to get a valid and reliable If my student is to get a valid and reliable score that accurately portrays his/her score that accurately portrays his/her ability to understand the material, will this ability to understand the material, will this action:action:

Allow the student to answer a question Allow the student to answer a question that does not reflect his/her knowledge?that does not reflect his/her knowledge?

If the action did not occur would the If the action did not occur would the student response be different?student response be different?

24

Is It Appropriate?Is It Appropriate?Is It Appropriate?Is It Appropriate? If my student is to get a valid and reliable If my student is to get a valid and reliable

score that accurately portrays his/her score that accurately portrays his/her ability to understand the material, will this ability to understand the material, will this action:action:

Prevent the student and parent from Prevent the student and parent from receiving an accurate score that receiving an accurate score that represents the students knowledge and represents the students knowledge and understanding of the curriculum?understanding of the curriculum?

Would my practice change if I were being Would my practice change if I were being monitored?monitored?

25

Ethics ViolationsEthics ViolationsEthics ViolationsEthics ViolationsEthical violations are to be reported to the Ethical violations are to be reported to the

supervisor of the person who may be supervisor of the person who may be investigated, the school administrator, the investigated, the school administrator, the district assessment director, or the state district assessment director, or the state assessment director.assessment director.

ProtocolProtocol

District policies and procedures will be followed.District policies and procedures will be followed. In most cases, an initial investigation will be In most cases, an initial investigation will be

conducted at the school level.conducted at the school level. The district assessment director will review the The district assessment director will review the

initial investigation and determine findings.initial investigation and determine findings.

26

Ethics ViolationsEthics ViolationsEthics ViolationsEthics Violations

Protocol Protocol (Continued)(Continued) If the violation is of sufficient concern, the If the violation is of sufficient concern, the

incident may also be forwarded to the incident may also be forwarded to the Utah Professional Practices Advisory Utah Professional Practices Advisory Commission (UPPAC) for review.Commission (UPPAC) for review.

If inappropriate practices are found, If inappropriate practices are found, teachers may receive further training or a teachers may receive further training or a reprimand, be subject to disciplinary reprimand, be subject to disciplinary action, be terminated, and/or lose their action, be terminated, and/or lose their Utah teaching license (see 53A-1-608; Utah teaching license (see 53A-1-608; R277-473-9).R277-473-9).

27

Ethics ViolationsEthics ViolationsEthics ViolationsEthics Violations

For more information about the For more information about the processes in place concerning the processes in place concerning the investigation of ethical violations, investigation of ethical violations, contact your local school testing contact your local school testing

coordinator or district assessment coordinator or district assessment director.director.

28

Investigation of ViolationInvestigation of ViolationInvestigation of ViolationInvestigation of Violation

The allegation will be forwarded to the The allegation will be forwarded to the individual’s supervisor who will initiate individual’s supervisor who will initiate an investigation.an investigation.

Investigative information is always Investigative information is always confidential, including who filed the confidential, including who filed the complaint or who will be interviewed.complaint or who will be interviewed.

The investigation is conducted by The investigation is conducted by principal and/or district staff—never by principal and/or district staff—never by teachers or association teachers or association representatives.representatives.

29

Investigation of ViolationInvestigation of ViolationInvestigation of ViolationInvestigation of Violation

Initial investigation should be thorough Initial investigation should be thorough and include documentation.and include documentation.

Documentation could include:Documentation could include: Interviews of students, parents, teachers.Interviews of students, parents, teachers. Written statements.Written statements. Review of original testing documents.Review of original testing documents. Comparison of other testing results.Comparison of other testing results.

30

Investigation FindingsInvestigation FindingsInvestigation FindingsInvestigation Findings

The initial investigation should produce The initial investigation should produce findings:findings:

No, inappropriate practices were not No, inappropriate practices were not found:found:

Investigation ends.Investigation ends.

Investigation is inconclusive, orInvestigation is inconclusive, or Yes, inappropriate practices were found:Yes, inappropriate practices were found:

Further action is required.Further action is required.

31

Investigation FindingsInvestigation FindingsInvestigation FindingsInvestigation Findings

Maintain all documentationMaintain all documentation

NEVER promise the NEVER promise the teacher/administrator that the teacher/administrator that the

problem/complaint will not be reported problem/complaint will not be reported to the state.to the state.

32

Inappropriate Testing Inappropriate Testing PracticePractice


When an investigation results in a finding of an When an investigation results in a finding of an inappropriate testing practice, the district inappropriate testing practice, the district assessment director should be notified. assessment director should be notified.

The district assessment director should review The district assessment director should review the initial investigation and verify the the initial investigation and verify the findings. findings.

Possible outcomes may include:Possible outcomes may include: Letter of reprimandLetter of reprimand Disciplinary actionDisciplinary action No violation foundNo violation found TerminationTermination

33



The district or an individual may also The district or an individual may also forward the incident to the Utah forward the incident to the Utah Professional Practices Advisory Professional Practices Advisory Committee (UPPAC) for review.Committee (UPPAC) for review.

Report forms may be found at the Report forms may be found at the UPPAC websiteUPPAC website

http://www.schools.utah.gov/uppac/http://www.schools.utah.gov/uppac/

http://www.schools.utah.gov/uppac/

34

Standard Testing Standard Testing Administration & Testing Administration & Testing

EthicsEthics


EthicsEthicsKnow the Utah State Law & Utah State Board RuleKnow the Utah State Law & Utah State Board Rule

http://le.utah.gov/~code/TITLE53A/53A01.htmhttp://le.utah.gov/~code/TITLE53A/53A01.htm

http://www.rules.utah.gov/publicat/code/r277/r277.htmhttp://www.rules.utah.gov/publicat/code/r277/r277.htm Demonstrate ethical behaviorDemonstrate ethical behavior

For questionsFor questions• Review testing ethics frequently asked questions at Review testing ethics frequently asked questions at

http://schools.utah.gov/evalhttp://schools.utah.gov/eval • Contact district assessment directorContact district assessment director

http://le.utah.gov/~code/TITLE53A/53A01.htm

http://www.rules.utah.gov/publicat/code/r277/r277.htm

http://schools.utah.gov/eval

35


EthicsEthics


EthicsEthics

Questions?Questions?

standard test administration testing ethics

Documents